This paper attempts to delineate the frameworks of learner-centered vis-à-vis teacher-centered processes of learning prevalent in the second decade of the twenty-first century. It defines the pedagogical changes that have emerged due to the development of delivery technologies, and the interrelations among teachers, students, and knowledge. The paper clarifies the following frameworks of learning approaches: learner-centered yet teacher-determined pre-web pedagogy, the multi-directed web 1.0 learning (andragogy), the learner-determined web 2.0 learning (heutagogy), and the network-directed web 3.0 learning (paragogy). The difference between the pedagogy and andragogy paradigms is succinctly that the first is child-centered, while the second is adult-centered. The difference between the heutagogy and paragogy paradigms is a matter of degree of maturity and autonomy, as well as self-direction versus instructor-control. Paragogy requires more autonomy and self-direction. A study conducted at Philadelphia University--Jordan, revealed that 62% of faculty members surveyed considered themselves performing the role of andragogy (Teacher Multi-directed Adult Learning paradigm), 21% appeared to perform that of the pedagogy paradigm (pre-web or Teacher Uni-directed Student Learning paradigm), while 12% said that they perform the role of heutagogy (Self-directed Learning paradigm), and 5% that of paragogy (Network-directed Learning paradigm). This paper also tries to outline the basic theories of connectedness and collaboration, as well as the four stages of development of the learning processes, ranging from pre-web learning styles (comprising traditional, radio learning, video books, and computer-assisted learning styles), web 1.0 (including electronic and blended learning styles), web 2.0 (making mobile and ubiquitous learning styles possible), and web 3.0 (facilitating the pervasive learning style). It describes the impact of new social software technologies upon teacher-knowledge, learner-knowledge, teacher-learner relations, and social networking. The main contribution of this paper is one of awareness that the traditional role of faculty members operating in pre-web content-based situations has become obsolete and improper. It clarifies the frameworks of self-determined life-long learning that made educational institutions redefine the packages of services they offer, and procure the infrastructure required to perform their duties in the current digital age. Redefinition of pedagogy to meet requirements of the twenty-first century students seems to be a must, and should form an integral part of any professional training program designed for university faculty members.